Teacher Perception of the Importance of Friendship and Other Outcome Priorities in Children with Autism Spectrum Disorder

Autor/inn/en	Petrina, Neysa; Carter, Mark; Stephenson, Jennifer
Titel	Teacher Perception of the Importance of Friendship and Other Outcome Priorities in Children with Autism Spectrum Disorder
Quelle	In: Education and Training in Autism and Developmental Disabilities, 52 (2017) 2, S.107-119 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Teacher Attitudes; Friendship; Children; Pervasive Developmental Disorders; Autism; Foreign Countries; Elementary School Teachers; Asperger Syndrome; Diagnostic Tests; Emotional Development; Mainstreaming; Intelligence Tests; Adjustment (to Environment); Behavior Rating Scales; Motor Development; Interpersonal Competence; Creativity; Teacher Surveys; Interviews; Australia; Wechsler Intelligence Scale for Children; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Lehrerverhalten; Freundschaft; Child; Kind; Kinder; Autismus; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Asperger-Syndrom; Diagnostic test; Diagnostischer Test; Gefühlsbildung; Intelligence test; Intelligenztest; Motorische Entwicklung; Interpersonale Kompetenz; Kreativität; Interviewing; Interviewtechnik; Australien
Abstract	This study investigated perceptions of teachers of children with autism spectrum disorder (ASD) on the importance of friendship development in comparison to other outcome priorities. Perceptions of teachers working in special classes were compared to those of teachers of mainstream classes. Friendship was rated of similar importance to social skills and emotional development, whereas intellectual and academic skills, physical skill and motor development, and creativity were rated of lower importance than friendship. When teachers were asked to force-rank priorities, friendship was third, preceded by emotional development and social skills. Special class teachers assigned higher ranks to learning outcomes that relate to the core deficits of ASD, namely social skills, friendship, and emotional development, as compared to mainstream class teachers. Furthermore, teachers prioritized friendship differently according to student levels of autistic symptomatology. When perceptions of teachers and parents were compared, both perceived social skills, emotional development, and friendship as the three most important outcomes. The implications of these findings for future educational service delivery are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01